MODULAR LEARNING ON THE SKILL PERFORMANCE OF FIRST YEAR

DRESSMAKING STUDENTS

Presented to

Dr. Roselyn Bustos

Cebu Technological University–Naga Extension Campus

In partial Fulfillment

Of the requirements for the course

BTLED-HE RESEARCH 1

Merelos, Jane Paula

Saura, Fatima Joy

Seguisabal, Lorena

Selim, Evelyn

Yares, Idellyn

2021
 TABLE OF CONTENTS

TITLE PAGE i

TABLE OF CONTENTS ii

Chapter

1 THE PROBLEM AND ITS SCOPE

Rationale of the Study 1

Theoretical Background of the Study 3

Statement of the Problem 7

Significance of the Study 8

Research Methodology 9

Design 9

Flow of the Study 9

Environment 9

Respondents 12

Data-gathering Procedure 12

Instrument 14

Statistical Treatment of the Data 14

Scoring Procedure 14

Definition of Terms 16

REFERENCES

A. Electronic Sources

APPENDICES

2
 A. Transmittal Letter
B. Survey Questionnaire

CURRICULUM VITAE

LIST OF FIGURES

Figure

1 Theoretical Framework of the Study 4

2 Flow of the Study 10

3 Locale of the Study 11

3
 Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Modular Distance Learning (MDL) feature individualized instruction that allows learners
to use self-learning modules (SLM’s) in print or digital format/electronic copy, whichever is
applicable to the learners (Malaya, 2020). This type of modality is one of the highly convenient
for most of the typical Filipino students (Chin, 2020) especially on remote areas that cannot
access good internet connection. It was also the most preferred learning system of majority of
parents/guardians based on the result of the Learning Enrollment and Survey Form (LESF)
(Chin, 2020). MDL was implemented when the corona virus disease 2019 known as COVID-19
in each country is still on rise.

Face to face learning engagement of students and teachers within the school has been
suspended due to the COVID-19 pandemic. This pandemic has paved the way to the
implementation of Modular Distance Learning as an urgent response to ensure continuity of
education. Learning through printed and digital modules emerged as the most preferred distance
learning method of parents with children who are enrolled this academic year (Bernardo, J). But
despite of the advantage of modular distance learning there are existing problems that needs to
be resolved which includes the quality of learning instruction, hidden cost and problem with
equipment (Valentine, 2020). The first problem is the quality learning instruction. Students are
having a hard time understanding their printed modules which are not properly constructed, ink
consistency which result unclear text and images. Nevertheless teachers trying their best to
provide the quality education for the learners yet some problem are beyond on their control, this
type of medium won’t guarantee quality learning in preparation of the learner’s future in
compare of face to face interaction at school. In addition, the second problem is hidden cost
which is where lack of school funding in the production and delivery of modules; students

1
struggle with self-studying, and parents' lack of knowledge to academically guide their
child/children (Dublin, 2020). The proofs of this are delay instructional material and delay
submission of outputs. Placing learners in difficult skill situation might lose their interest to do
the task and continue their study. Furthermore, dressmaking students can’t proceed to the
application part of their lesson which is very highly recommended for their performance. Yet
they don’t have the specific equipment and tools at home. Hence, students would lose their
interest to do the activity require.

This study is conducted in order to assess how skill performance of the First year students
affected in dealing with the new normal which is Modular Distance Learning. Students are still
learning through their modules yet we couldn’t assure if they are performing the application
according to the right procedure and workplace. Hence, the study conducted in order to
determine the perception of MDL has affected the respondents' learning skill performance and to
decide what intervention program should be applied.

2
Theoretical Background of the Study

This study assumes that the modular distance learning to the skill performance of
Grade 10 Dressmaking Students is significant to individuals. Likewise, this study
premised on The Skill Learning Theory of Fitts 1964, A modular theory of learning and
performance or the Packet Theory (Church & Kirkpatrick) which are presented in
Theoretical Framework in figure 1.

The Skill Learning Theory of Fitts, identifies three stages or phases in the learning
of individual skills. The first is a cognitive phase in which components and their orders
are identified along with basic standards of excellence. The second is a practice fixation
phase in which the skill is refined and consolidated into long-term memory through
practice and feedback, and the third an autonomous phase where the skill comes to be
automatically performed. The autonomous stage is quite important in human skill
learning and effective performance since it frees up conscious working memory with its
limited capacity to concentrate on incoming data and allows problem-solving to take
place quickly and efficiently (see Sweller, 1993). Both motivation and knowledge of
learning-to-learn strategies, that is will and skill, are important here in the development of
effective schemes with elaboration, repetition and organization of incoming information
key elements (Weinstein & Meyer, 1994).

3
 Modular Distance Learning affects the skill
performance of Grade 10 Dressmaking Students

The Skill Learning A Modular Theory of Learning

Theory and Performance

By :Fitts By: Kirkpatrick & Church

Respondents Perception
Respondent Skill
Relationship  Ease of use
Performance 1
 Comprehensibility
 Competency I  Effectiveness
 Competency II
 Competency III

Proposed Intervention Program

Figure 1

Schematic Presentation on Theoretical Background of the Study

4
 The extension of initial performance schemas to encompass problem solving
elements requires the development of cognitive and meta-cognitive skills which are
specifically related to problem solving identification and solution. In this process episodic
and case knowledge built up over many years of seeing unusual permutations of success
and failure in skill performance are important (Berliner, 1991). The development of
expertise literature indicates that novice and advanced beginners are unlikely to have
much understanding of problem-solving skills and that adequate practice of relevant sub
skills is essential to build the knowledge base, a necessary foundation for understanding
and problem-solving (Berliner, 1988; Cornford, 1993).

Therefore, this study aims that in the process of learning and developing effective
schemes to guide performance, forgetting and retention need to be considered
consciously in the design of courses of Grade 10 Students' skill performance, This will
occur unless there are specific efforts to practice, to revise, go over information and
engage in over learning to counter this natural tendency which seems to stem from the
limited capacity of working memory and subsequent cognitive overload (Sweller, 1993)
using The Skill Learning Theory.

A Modular Theory of Learning and Performance this is a modular theory of

learning and performance that contains parts that may be labeled perception, memory,
and decision. The theory combines ideas from scalar timing theory (Gibbon et al., 1984),
the learning-to-time model (Machado, 1997), conditioning theories (Bush & Mosteller,
1955; Rescorla & Wagner, 1972), as well as from several additional sources. Like scalar
timing theory, it considers a clock as an accumulation process and uses a threshold for
comparison of clock and memory. Like the learning-to-time model, it considers
perception and memory as vectors. Like conditioning theories, it uses combinations of
values with a linear operator rule. Many theories of conditioning and timing may be
regarded as modular (Church & Kirkpatrick). This feature, however, may be the most
important one for the development of theoretical improvements. The name packet theory
derives from a focus on the decision module, which provides the basis for bouts of
responses. Thus, with this theory, it is possible to compare the output of the theory with
the primary behavioral data (i.e., precise times of occurrence of individual responses).
The perception and memory modules, however, are just as important as the decision
module, so it may be more balanced to consider ours a “modular model,” rather than a
revised version of packet theory. Dochy explained that modular learning's most important
consideration is the student. The author explained that learners want a more
individualized approach to the course content so that his/her prior knowledge and
personal characteristics are taken into account. Further, modularization will generally
allow a student to learn at his or her own pace. By definition, an appropriate pace may
allow the learner to skip modules if they already know the material. Offering pretest for
each module is therefore a critical element to modularization. If the student achieves a
passing score, they may skip the section. If he or she does not taken the section, a post
test is administered. Only upon successful completion can the student continue on with
the next module in the course. Douchy pointed out that modular learning is often best
achieved through computer based courses. We describe a theory to account for the
acquisition and extinction of response rate (conditioning) and pattern (timing). This

5
modular theory is a development of packet theory (Kirkpatrick, 2002; Kirkpatrick &
Church, 2003) that adds a distinction between pattern and strength memories, as well as
contributing closed-form equations.

This study examined the casual relationship of a Modular Theory of Learning and
Performance to focus on the decision module, which provides the basis for bouts of
responses. Thus, with this theory, it is possible to compare the output of the theory with
the primary behavioral data (i.e., precise times of occurrence of individual responses).
The perception and memory modules, however, are just as important as the decision
module, so it may be more balanced to consider ours a “modular model,”

A Modular Theory of Learning and Performance has been previously simulated to

account for data from random-interval, fixed-interval, and tandem random-plus-fixed-
interval procedures (Kirkpatrick 2002; Kirkpatrick & Church, 2003). In these previous
experiments, differences in the reinforcement rate produced changes in the overall
response rate, and differences in the reinforcement distribution produced changes in the
response pattern.

6
Statement of the Problem  

This study investigates the Modular Learning on the Skill Performance of Grade 10
Dressmaking Students in Naga National High School S.Y. 2020-2021 in order to propose
learning intervention program. 

Specifically, this answers the following questions:

1. What is the respondent skill performance in Modular Distance Learning as to:

(1.1) Source garment materials

(1.2) Select the tools and equipment in making fashion accessories

(1.3) Maintain quality of own performance

2. What is the respondent perception of Modular Distance Learning in their skill

performance in terms of:

(2.1) Ease of use

(2.2) Comprehensibility
(2.3) Effectiveness

3. Is there a significant relationship between the respondent skill performance and

their perception?

4. Based on the findings what intervention program should be proposed?

7
Significant of the Study

The result of the study will be of much help of the following:

Students: This study will allow the students on how they can make an action in terms of
learning their lessons through modular in relation to their skills.

Teachers: The teacher will be aware of the skill performance of the students in terms of
modular learning. Through this, the teacher can make an action of what possible way will help
their students in learning through modular.

Parents: The output of the study helps the parents to understand their child in terms of
modular learning on the skill performance and assist their child to understand the lesson.

School Administrators: The school administrators will benefit from the study, as it will
serves as their bases on how they can help the students to still learning in condition of modular
learning in relation to students skill performance.

Future researcher: Future researchers will benefit from the study, as it will serve as a
guide and a source in conducting research studies related to the modular learning on the skills
performance of students
Statement of Hypothesis

The following null hypothesis was tested at 0.05 level of significance.

HO1: There is significant relationship between respondents' profile and skill performance
in modular distance learning.

8
 Research Methodology

This section discusses the methods and procedures used throughout the study. It describes
the process research design, flow of the study, locale of the study, statistical treatment, and data
analysis to help clarify the decisions made during the study.

Research Design
In this study, the descriptive correlation method of research will be used. The flow is
shown in figure II.

Flow of the Study

The Flow of the Study in Figure II shows the variable investigated in the study. This
illustrates the system approach employing input, process and output.
Research Environment

The study is conducted at Naga National High school for the S.Y 2020-2021 the school is

located at  Bonifacio street, West Poblacion, Naga City, Cebu with the total area of

19,304 square meters Presently the school has a total population of 30 students from Grade 10

dressmaking students.

Basically, this study focuses on the application of modular learning on the skill performance
of Grade 10 dressmaking students.

Figure 3: Shows the location of Naga National High school, Bonifacio street, West Poblacion,

Naga City, Cebu

9
 INPUT PROCESS OUTPUT

Skill performance in •Transmittal letter

Modular Distance •Descriptive -

Learning Quantitative method of

research
Intervention Plan
•Distributions of
Perception of Modular
Questionnaires
Distance learning in
their skill performance •Analysis and

Interpretation

Figure II
Flow of the Study

10
 Figure III
Local of the Study

11
Research Respondents

The respondents for this study are the Grade 10 dressmaking students in Naga National
High School. The researcher selected 5 students random section for the total of 30 respondents.
The researcher randomly selected their respondents to specify and evaluate their section to be
able to identify the data that will be gathered.
Data Gathering

The researcher will be using library research and internet research thus would give
further knowledge and gain massive information.

The study shall undergo scrupulous phases which defined the ethical standard of this
research such as (1) Request letter to conduct study, (2) Pretest procedure, (3) Treatment
procedure, (4) Post-test procedure, (5) Interpreting data to an appropriate statistical computation
and (6) Reports for finding, conclusions and recommendations.

Phase I. Transmittal Letter

A letter of request is sent to the Campus Director asking permission to

conduct the study with the school. It further stated to choose randomly to first year
dressmaking students as the research respondents. If given a chance, we’re all
prepared to achieve smooth operation while conducting the study.

Phase II. Pre-Test Procedure

Before the commencement of the main treatment it administers to first

year dressmaking students.

Phase III. Treatment Procedure

12
 The purpose of this study is to investigate the Modular Learning on the
Skill Performance of Grade 10 Dressmaking Students. A total of 30 students
needed as our research respondents.

Phase IV. Post-test Procedure

Grade 10 Dressmaking Students were given Post-test to measure

achievements and knowledge retention. Thus, 30 random students were given the
same time to respond to questionnaire.

Phase V. Interpreting Data to an Appropriate Statistical Computation

The data obtained in this study were subjected for analysis using means,

standard deviation, and T-test. In this research, significant level is 0.5.

Furthermore, the statistical analyses were calculated using SPSS (Statistical

Package for Social sciences) version 24. The data will analyze in two parts. The

first part is a descriptive statistics and the second is the inferential statistics.

Phase VI. Reports of Findings, Conclusion, and Recommendation

Based on the results found, summary of findings were presented

conclusions were drawn and recommendations were made as an outgrowth and as
a respondent’s response to promote intervention program.

13
Research Instrument

The instrument used to gather data is research-made questions to determine the Skill
Performance of Dressmaking Students. The questionnaire is the main tool to gather data is
consists of three categories. The question categorized into three (3) the ease of use,
comprehensibility and effectiveness. The purpose of this study is to determine the Skill
Performance of Dressmaking Students in order to propose learning intervention program. The
respondents are asked to choose the most accurate rating scale which indicates their performance
in each statement.

Statistical Treatment of Data

Since this study used descriptive method of research the actual mean is computed and
categorize as Strong Agree, Agree, Neutral, Disagree and Strong Disagree. Response the
questionnaire by first year dressmaking college students in Cebu Technological University Main
Campus statistically analyzed with the data requirements of the study

Scoring Procedure

To determine the perception of the respondents' in terms of modular distance learning,

the following Linkert scale will be used.

Weight Level of Performance Verbal Descriptions

5 Strongly Agree (SA) Modular distance learning is

more effective in teaching
skill performance as compared
to traditional teaching method.

4 Agree (A) Modular distance learning is

only effective if you allocate
your time to the course your
taking.

3 Neutral (N) Learners have the opportunity

to master their own task

14
 independently using modular
distance learning.

2 Strongly Disagree (SD) Modular distance learning is

not suitable alternative for
improving the skill
performance of the person.
Traditional method of
teaching has the higher
learning in terms of skill
performance.

1 Disagree (D) Lack of interaction of

professor towards their
learners is considering a
barrier of learning modular.

15
Definition of Terms

The following are words that the researchers feel the need to clarify and define
conceptually:

Intervention Plan. This refers to the plan that the researchers are going to conduct to resolve
and improve the skill performance of dressmaking students who are using modular distance
learning.

Modular Distance Learning. Is a form of distance learning that uses self learning modules that
help students continue learning amidst in this pandemic to test if modular distance learning is
effective during this pandemic.

Perception. It is the observation of how the students feel and know when to try a different
technique with a student to increase their learning towards modular distance learning.

Skill Performance. This refers to the ability of the student that enables to do something well
effectively in relation to written instructions from their modules in particular course.

Dressmaking. It is the activity of making clothes that students are obliged to construct garments
which serves their performance based application.

16
REFERENCES

17
 A. Electronic Source

Fitts,P.M(1964). Perpetual-Motor Skill Learning.A.W Melton (Ed) Categories of Human

Learning Academic Press,New York,from http://www.sciencedirect.com>pii

Bitterman,(1964),Black (1963),Gibbon et al.,."Packet Theory of Conditioning and Timing

Comparative Cognition.https://pigeon.psy.tufts.edu

Gibbon et al., (1984) Modular Theory of Learning and Performance from http://www.brown.edu

(Church & kitchen, Kirkpatrick Weinstein and amp, Meverr ( 1994)

http://www.depedangelescity.com/files/TLE/Curriculum%20Guide/Grade%207/K%20to
%2012%20CG_T

AILORING%20DRESSMAKING_v1.0.pdf

http://www.depedangelescity.com/files/TLE/Curriculum%20Guide/Grade%207/K%20to
%2012%20CG_T

AILORING%20DRESSMAKING_v1.0.pdf

https://www.whatalife.ph/modular-distance-learning-heres-what-you-need-to-know/

https://www.yumpu.com/en/document/read/34182743/fashion-designing-garment-technology-

curriculum-development

http:www.sheffield.ac.uk/rs/ethics and integrity/research-environment/research-

environment/research_environment

http://www.tandfone.com/doi/pdf/10.1080/13636829700014

https://link.springer.com/article/10.3758/BF03196805

https://www.yumpu.com/en/document/read/34182743/fashion-designing-garment-technology-

curriculum-development

https://www.westminster.ac.uk/study/postgraduate/research-degrees/entry-requirements/how-to-

write-your-research-proposal

https://www.google.com/amp/s/www.philstar.com/headlines/2020/07/31/2031922/parents-

18
prefer-modular-learning/amp/

https://www.pressreader.com/philippines/panay-news/20210323/281728387289860

https://www.scribbr.com/methodology/data-collection>

19
APPENDICES

20
 CEBU TECHNOLOGICAL UNIVERSITY-NAGA
EXTENSION CAMPUS
Central Poblacion, City of Naga, Cebu

_______________College of Education_______________
June 21, 2021

The Principal

Naga National High School

Bonifacio Street, West Poblacion

Dear Sir/Madam:

Greetings of peace!

The researchers are conducting a study entitled: “MODULAR LEARNING ON THE

SKILLPERFORMANCE OF GRADE 10 DRESSMAKING STUDENTS”.

Moreover, this letter is to request your permission to conduct this research in the school. Furthermore, the
objective of the research is to proposed learning intervention which could be of great help to your school.

The undersigned is hoping for your favorable response regarding this matter.

Respectfully yours,

MERELOS, JANE PAULA Noted by:

SAURA, FATIMA JOY

SEGUISABAL, LORENA ROSELYN T. BUSTOD, D.A

SELIM, EVELYN T. Adviser

YARES, IDELLYN

Recommending Approval

ROSELYN T. BUSTOD, D.A Prof. LEILA PINATIL

Dean, Instruction Dean, Ed.

DR. ADELINE DELA CRUZ

Campus Director CTU-Naga

21
 Survey Questionnaire

MODULAR LEARNING ON THE SKILL PERFORMANCE OF GRADE 10

DRESSMAKING STUDENTS

Name: ________________________________________

Yr & Section: __________________________________

Date: _________________________________________

Directions: Kindly read the statement carefully and answer it honestly. Choose your answers
among the given choice. A, (Agree) SA (Strongly Agree), N (Neutral), D (Disagree), SD
(Strongly Disagree).

1.1 Source garment materials

______1.The printed handouts are readable.

______2.The usage of words is grammatically correct.
______3.The structure of text is systematically well arrange
______4.I had difficulties in recognizing the illustration.
______5.The content of the given text is aligned and relevant to the subject matter

1.2 Select the tools and equipment in making fashion accessories

______1. I am having dificulties in interpreting the content

______2. I have no difficulties in constructing my garment project

______3. I can understand the printed materials when my parents assist me.

______4. I easily comprehend if the process is being presented through illustration and
description in systematic order.

22
 ______5. I can easily identify the appropriate tools and equipments to be used for
dressmaking .

1.3 Maintain quality of own performance

______1. I can demonstrate practical activities

______2. I learn basic stitching through illustration
______3. I used recycled old garments to create my own design
______4. I know how to manipulate such measurement through written instructions.
______5. I can properly use what is appropriate tools and equipment in dressmaking.

Objective: To learn about the students' perspectives about MDL as a learning style.

Your answers to the following questions are critical because they will aid researchers in
determining which components of the module worked well and which may be improved.

Please take some time to consider your answers.

Your responses will be held in strict confidence.

Instructions: Please mark the section (✓) that best describes your satisfaction or perception of
Module as a learning tool.

Strongl
Strongl
y Disagre
EASE OF USE y Agree Neutral
Disagre e
Agree
e

1. At the start of the module, the students

will be given accurate and relevant
information and advice.

2. The module was extremely well-

organized.

23
3. The module's information was
appropriate.

4. The Internet version of the module's

printed materials was very accessible.

5. It was clearly visible how the students

would evaluate the module.

Strongl
Strongl
y Disagre
COMPREHENSIBILITY y Agree Neutral
Disagre e
Agree
e

1. The directions for each practice are

straightforward enough for students to
understand.
2. The instructions for performing the
graded assignments were straightforward
and easy to follow, and the marking
criteria were all given clearly.
3. Learning modules provide necessary
learning activities that are culturally
appropriate, meaningful, and aligned to
or above grade level academic content
standards.
4. Learning modules provide essential
learning activities that are culturally
relevant, meaningful, and related to
grade level or above academic topic
standards.
5. The learning module contains no
conceptual, grammatical, or
typographical mistakes.

Strongly Strongly
EFFECTIVENESS Agree Neutral Disagree
Agree Disagree

24
1. The content of the learning module
is reinforced through exercises,
practices, and quizzes.
2. When compared to traditional face-
to-face instruction, the learning
module is more successful.

3. Lessons or activities are suited to the

learners' needs.

4. It can accommodate a wide range of

learning styles, methods, and
scenarios.
5. Modular distance learning aided in
the development of students' skills
and talents.

25
Curriculum
Vitae

26
Cebu Technological University–Naga Extension Campus
Central Poblacion, City of Naga, Cebu
[email protected]
09639017090

Personal Data

Name: Evelyn T. Selim

Gender: Female
Age: 21
Marital Status: Single
Date of Birth: September 17, 1999
Citizenship: Filipino
Religion: Roman Catholic

Educational Background

Primary: 2006-2012: Naga Central Elementary School

Naga, City of Naga, Cebu
Secondary: 2012-2018: Naga National High School
West Poblacion, City of Naga, Cebu
Tertiary: 2018-Present: Cebu Technological University – Naga Extension Campus Central
Poblacion, City of Naga, Cebu
Bachelor of Technology and Livelihood Major in Home Economic

27
Cebu Technological University–Naga Extension Campus
Central Poblacion, City of Naga, Cebu
[email protected]
09263074652

Personal Data

Name: Lorena C. Seguisabal

Gender: Female
Age: 22
Marital Status: Single
Date of Birth: January 18, 1999
Citizenship: Filipino
Religion: Roman Catholic

Educational Background

Primary: 2006-2012: Cantao-an Elementary School

Cantao-an, City of Naga, Cebu

Secondary: 2012-2018: Tuyan National High School

Tabtuy,Tuyan , City of Naga, Cebu

Tertiary: 2018-Present: Cebu Technological University – Naga Extension

Campus

Central Poblacion, City of Naga, Cebu

Bachelor of Technology and Livelihood Major in Home Economic

28
Cebu Technological University–Naga Extension Campus

Central Poblacion, City of Naga, Cebu

[email protected]

Personal Data

Name: Jane Paula B. Merelos

Gender: Female
Age: 20
Marital Status: Single
Date of Birth: July 10, 2000
Citizenship: Filipino
Religion: Roman Catholic

Educational Background

Primary: 2006-2012: Apid Elementary School

Secondary: 2012-2018: De La Salle Andres Soriano Memorial College

Tertiary: 2018-Present: Cebu Technological University – Naga Extension Campus

Central Poblacion, City of Naga, Cebu

Bachelor of Technology and Livelihood Major in Home Economic

29
Cebu Technological University–Naga Extension Campus
Central Poblacion, City of Naga, Cebu
[email protected]
09555440349

Personal Data

Name: Fatima Joy S. Saura

Gender: Female
Age: 21
Marital Status: Single
Date of Birth: July 01, 1999
Citizenship: Filipino
Religion: Roman Catholic

Educational Background

Primary: 2006-2012: Tinubdan Elementary School

Tinubdan, Sanfernando, Cebu

Secondary: 2012-2018: Iponan National High School

Iponan, Cagayan De Oro, City

Tertiary: 2018-Present: Cebu Technological University – Naga Extension Campus

Central Poblacion, City of Naga, Cebu

Bachelor of Technology and Livelihood Major in Home Economic

30
Cebu Technological University–Naga Extension Campus
Central Poblacion, City of Naga, Cebu
[email protected]
09264133145

Personal Data

Name: Idellyn P. Yares

Gender: Female
Age: 21
Marital Status: Single
Date of Birth: July 19, 1999
Citizenship: Filipino
Religion: Roman Catholic

Educational Background

Primary: 2006-2012: Calbasa-an Elementary School

Calabasa-an, Minglanilla, Cebu

Secondary: 2012-2018: Camp 7 National High School

Camp 7, Minglanilla, Cebu

Tertiary: 2018-Present: Cebu Technological University – Naga Extension Campus

Central Poblacion, City of Naga, Cebu

Bachelor of Technology and Livelihood Major in Home Economic

31